Skip to main content
SpringerLink
Log in

High school teachers’ perception of AR and VR in English language teaching and learning activities: A developing country perspective

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

AR and VR are new introductions in many developing countries, including Malaysia. The present study conducted a qualitative case study with 23 high school teachers and investigated their perceptions of AR and VR in English language  teaching and learning activities. A semi-structured interview was employed to collect the data. The data was analysed based on the thematic analysis suggested by Braun and Clarke (Qualitative Research in Psychology, 3(2), 77–101, 2006). The findings revealed positive and negative perceptions of integrating AR and VR in English language teaching and learning activities. The positive themes were related to effective English language learning, engaging students, bringing your own device (BYOD) and active learning. The negative perceptions were related to time-consuming and health-related matters. The study further suggested approaches that might be effective in adopting AR and VR in English language teaching and learning activities. It is hoped that the outcome of the present study can provide insights for teachers, curriculum planners, and policymakers to consider the strengths and limitations of AR and VR before it is integrated into English language  teaching and learning activities.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

Data availability

The data that supports the findings of this study are available from the corresponding author upon reasonable request.

References

  • Ab Kadir, M. A. (2017). What teacher knowledge matters in effectively developing critical thinkers in the 21st century curriculum? Thinking Skills and Creativity, 23, 79–90. https://doi.org/10.1016/j.tsc.2016.10.011

    Article  Google Scholar 

  • Abrar, M. F., Islam, M., Hossain, M., Islam, M. M., & Kabir, M. A. (2019). Augmented reality in education: A study on preschool children, parents, and teachers in Bangladesh. In International Conference on Human-Computer Interaction (pp. 217–229). Springer, Cham.

  • Alalwan, N., Cheng, L., Al-Samarraie, H., Yousef, R., Alzahrani, A. I., & Sarsam, S. M. (2020). Challenges and prospects of virtual reality and augmented reality utilization among primary school teachers: A developing country perspective. Studies in Educational Evaluation, 66, 100876. https://doi.org/10.1016/j.stueduc.2020.100876

    Article  Google Scholar 

  • Alzahrani, N. M. (2020). Augmented reality: A systematic review of its benefits and challenges in e-learning contexts. Applied Sciences, 10(16), 5660. https://doi.org/10.3390/app10165660

    Article  Google Scholar 

  • Annamalai, N. (2019). Using WhatsApp to extend learning in a blended classroom environment. Teaching English with Technology, 19(1), 3–20.

    MathSciNet  Google Scholar 

  • Annamalai, N., Tan, K. E., & Abdullah, A. (2016). Teaching presence in an online collaborative learning environment via Facebook. Pertanika Journal of Social Sciences & Humanities, 24(1), 197–212. https://doi.org/10.47836/pjssh.29.3.06

    Article  Google Scholar 

  • Araiza-Alba, P., Keane, T., Chen, W. S., & Kaufman, J. (2021). Immersive virtual reality as a tool to learn problem-solving skills. Computers & Education, 164, 104121. https://doi.org/10.1016/j.compedu.2020.104121

    Article  Google Scholar 

  • Ariffin, K., Abdul Halim, N., & Darus, N. A. (2021). Discovering students’ strategies in learning english online. Asian Journal of University Education (AJUE), 7(1), 261–268. https://doi.org/10.24191/ajue.v17i1.12695

    Article  Google Scholar 

  • Ariso, J. M. (2017). Augmented reality: reflections on its contribution to knowledge formation. De Gruyter. https://doi.org/10.26530/oapen_628401

  • Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2020). Augmented reality in special education: A meta-analysis of single-subject design studies. European Journal of Special Needs Education, 35(3), 382–397. https://doi.org/10.1080/08856257.2019.1703548

    Article  Google Scholar 

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

    Article  Google Scholar 

  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189X018001032

    Article  Google Scholar 

  • Bush, E. J., Singh, R. L., & Kooienga, S. (2019). Lived experiences of a community: Merging interpretive phenomenology and community-based participator research. International Journal of Qualitative Methods, 18, 1609406919875891. https://doi.org/10.1177/1609406919875891

    Article  Google Scholar 

  • Carbonell Carrera, C., & Bermejo Asensio, L. A. (2017). Augmented reality as a digital environment to develop spatial thinking. Cartography and Geographic Information Science, 44(3), 259–270. https://doi.org/10.1080/15230406.2016.1145556

    Article  Google Scholar 

  • Chang, R. C., Chung, L. Y., & Huang, Y. M. (2016). Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning. Interactive Learning Environments, 24(6), 1245–1264. https://doi.org/10.1080/10494820.2014.982131

    Article  Google Scholar 

  • Chen, K., Chen, W., Cheng, J. C., & Wang, Q. (2020). Developing efficient mechanisms for BIM-to-AR/VR data transfer. Journal of Computing in Civil Engineering, 34(5), 04020037. https://hdl.handle.net/1783.1/104672

  • Cheng, K. H., & Tsai, C. C. (2020). Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis. British Journal of Educational Technology, 51(6), 2140–2159. https://doi.org/10.1111/bjet.12956

    Article  Google Scholar 

  • Christopoulos, A., Conrad, M., & Shukla, M. (2018). The added value of the hybrid virtual learning approach: Using virtual environments in the real classroom. In Integrating Multi-User Virtual Environments in Modern Classrooms (pp. 259–279). IGI Global. https://doi.org/10.4018/978-1-5225-3719-9.ch012

  • Creswell, J., & Poth, C. (2017). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications.

    Google Scholar 

  • Davis, S. M. (2005). Developing reflective practice in pre-service student teachers: What does art have to do with it? Teacher Development, 9(1), 9–19. https://doi.org/10.1080/13664530500200238

    Article  Google Scholar 

  • Gay, L. R., & Geoffrey, E. (2006). Mills, and Peter Airasian. Educational Research: Competencies for Analysis and Applications, 8.

  • Glaser, B. G., & Strauss, A. L. (2017). The discovery of grounded theory: Strategies for qualitative research. Routledge. https://doi.org/10.4324/9780203793206

    Article  Google Scholar 

  • Hamilton, A. F. D. C., Brindley, R., & Frith, U. (2009). Visual perspective taking impairment in children with autistic spectrum disorder. Cognition, 113(1), 37–44. https://doi.org/10.1016/j.cognition.2009.07.007

    Article  Google Scholar 

  • Hsu, T. C. (2017). Learning English with augmented reality: Do learning styles matter? Computers & Education, 106, 137–149. https://doi.org/10.1016/j.compedu.2016.12.007

    Article  Google Scholar 

  • Huang, T. C., Chen, C. C., & Chou, Y. W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 96, 72–82. https://doi.org/10.1016/j.compedu.2016.02.008 

  • Huang, H. L., Hwang, G. J., & Chang, C. Y. (2020). Learning to be a writer: A spherical video-based virtual reality approach to supporting descriptive article writing in high school Chinese courses. British Journal of Educational Technology, 51(4), 1386–1405. https://doi.org/10.1111/bjet.12893

    Article  Google Scholar 

  • Huang, X., Zou, D., Cheng, G., & Xie, H. (2021). A systematic review of AR and VR enhanced language learning. Sustainability, 13(9), 4639. https://doi.org/10.3390/su13094639

    Article  Google Scholar 

  • Ibrahim, A., Huynh, B., Downey, J., Höllerer, T., Chun, D., & O’donovan, J. (2018). Arbis pictus: A study of vocabulary learning with augmented reality. IEEE Transactions on Visualization and Computer Graphics, 24(11), 2867–2874. https://doi.org/10.1109/TVCG.2018.2868568

    Article  Google Scholar 

  • Kahlon, S., Lindner, P., & Nordgreen, T. (2019). Virtual reality exposure therapy for adolescents with fear of public speaking: A non-randomized feasibility and pilot study. Child and Adolescent Psychiatry and Mental Health, 13(1), 1–10. https://doi.org/10.1186/s13034-019-0307-y

    Article  Google Scholar 

  • Kearsley, G., & Shneiderman, B. (1998). Engagement theory: A framework for technology-based teaching and learning. Educational technology, 38(5), 20–23. http://www.jstor.org/stable/44428478

  • Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). “Making it real”: Exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10(3), 163–174. https://doi.org/10.1007/s10055-006-0036-4

    Article  Google Scholar 

  • Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120–124. https://doi.org/10.1080/13814788.2017.1375091

    Article  Google Scholar 

  • Lee, S. M., & Park, M. (2020). Reconceptualization of the context in language learning with a location-based ARapp. Computer Assisted Language Learning, 33(8), 936–959. https://doi.org/10.1080/09588221.2019.1602545

  • Legault, J., Zhao, J., Chi, Y. A., Chen, W., Klippel, A., & Li, P. (2019). Immersive virtual reality as an effective tool for second language vocabulary learning. Languages, 4(1), 13. https://doi.org/10.3390/languages4010013

    Article  Google Scholar 

  • Li, T., & Chen, Y. (2019). Will virtual reality be a double-edged sword? Exploring the moderation effects of the expected enjoyment of a destination on travel intention. Journal of Destination Marketing & Management, 12, 15–26. https://doi.org/10.1016/j.jdmm.2019.02.003

    Article  Google Scholar 

  • Lin, T. J., & Lan, Y. J. (2015). Language learning in virtual reality environments: Past, present, and future. Journal of Educational Technology & Society, 18(4), 486–497. http://www.jstor.org/stable/jeductechsoci.18.4.486

  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage. ISBN: 9780803924314

  • Lindner, P., Rozental, A., Jurell, A., Reuterskiöld, L., Andersson, G., Hamilton, W., … & Carlbring, P. (2020). Experiences of gamified and automated virtual reality exposure therapy for spider phobia: qualitative study. JMIR Serious Games, 8(2), e17807. https://doi.org/10.2196/17807

  • Lund, A., & Aagaard, T. (2020). Digitalization of teacher education: Are we prepared for epistemic change? https://doi.org/10.7577/njcie.375

  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.

    Google Scholar 

  • Minocha, S., Tudor, A.-D., & Tilling, S. (2017). Affordances of mobile virtual reality and their role in learning and teaching. In L. Hall, T. Flint, S. O'Hara, & P. Turner (Eds.), Proceedings of the 31st international BCS human computer interaction conference (HCI 2017). 3–7 July, Swindon, UK. https://doi.org/10.14236/ewic/HCI2017.44

  • Naim, I. A. M., Luqman, N. M. A. N., & Matmin, J. (2020). Enhancing Students' Writing Performance in Higher Learning through Think-Write-Pair-Share: An Experimental Study. Asian Journal of University Education, 16(3), 255–264. https://doi.org/10.24191/ajue.v16i3.8396

  • Nesenbergs, K., Abolins, V., Ormanis, J., & Mednis, A. (2020). Use of augmented and virtual reality in remote higher education: A systematic umbrella review. Education Sciences, 11(1), 8.https://doi.org/10.3390/educsci11010008

  • Nguyen, V. T., Jung, K., & Dang, T. (2020). Blocklyar: A visual programming interface for creating augmented reality experiences. Electronics, 9(8), 1205. https://doi.org/10.3390/electronics9081205

    Article  Google Scholar 

  • O’Bannon, B. W., Skolits, G. J., & Lubke, J. K. (2017). The influence of digital interactive textbook instruction on student learning preferences, outcomes, and motivation. Journal of Research on Technology in Education, 49(3–4), 103–116. https://doi.org/10.1080/15391523.2017.1303798

    Article  Google Scholar 

  • Olszewski, B., & Crompton, H. (2020). Educational technology conditions to support the development of digital age skills. Computers & Education, 150, 103849. https://doi.org/10.1016/j.compedu.2020.103849

    Article  Google Scholar 

  • Park, W. D., Jang, S. W., Kim, Y. H., Kim, G. A., Son, W., & Kim, Y. S. (2017). A study on cyber sickness reduction by oculo-motor exercise performed immediately prior to viewing virtual reality (VR) content on head mounted display (HMD). Vibroengineering Procedia, 14, 260–264. https://doi.org/10.21595/vp.2017.19170

    Article  Google Scholar 

  • Parmaxi, A. (2020). Virtual reality in language learning: A systematic review and implications for research and practice. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1765392

  • Parmaxi, A., & Demetriou, A. A. (2020). Augmented reality in language learning: A state-of-the-art review of 2014–2019. Journal of Computer Assisted Learning, 36(6), 861–875. https://doi.org/10.1111/jcal.12486

    Article  Google Scholar 

  • Patton, M. Q. (2002). Qualitative research and evaluation method (3rd ed.). Sage.

    Google Scholar 

  • Prensky, M. (1998). The role of technology in teaching and the classroom. Educational Technology, November– December, 1998, 1−3 

  • Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y

    Article  Google Scholar 

  • Redondo, B., Cózar-Gutiérrez, R., González-Calero, J. A., & Sánchez Ruiz, R. (2020). Integration of augmented reality in the teaching of English as a foreign language in early childhood education. Early Childhood Education Journal, 48(2), 147–155. https://doi.org/10.1016/j.edurev.2016.11.002

    Article  Google Scholar 

  • Reitz, L., Sohny, A., & Lochmann, G. (2019). VR-based gamification of communication training and oral examination in a second language. In Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications (pp. 811–828). IGI Global. https://doi.org/10.4018/978-1-5225-7663-1.ch038

  • Ripka, G., Tiede, J., Grafe, S., & Latoschik, M. (2020). Teaching and learning processes in immersive VR–Comparing expectations of preservice teachers and teacher educators. In Society for information technology & teacher education international conference (pp. 1863–1871). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/215964/

  • Schlesselman, L. S. (2020). Perspective from a teaching and learning center during emergency remote teaching. American Journal of Pharmaceutical Education, 84(8), ajpe8142. https://doi.org/10.5688/ajpe8142

    Article  Google Scholar 

  • Solak, E., & Cakır, R. (2016). Investigating the role of augmented reality technology in the language classroom. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 18(4), 1067–1085. https://hrcak.srce.hr/172319

  • Song, Y., Wen, Y., Yang, Y., & Cao, J. (2022). Developing a ‘Virtual Go mode’on a mobile app to enhance primary students’ vocabulary learning engagement: an exploratory study. Innovation in Language Learning and Teaching, 1–10.

  • Stake, R. E. (1995). The art of case study research. sage. Enhancement teaching tool: Are educators ready for it?. Contemporary Educational Technology, 13(3), ep303. https://doi.org/10.30935/cedtech/10866

  • Sun, J. C. Y., & Hsu, K. Y. C. (2019). A smart eye-tracking feedback scaffolding approach to improving students’ learning self-efficacy and performance in a C programming course. Computers in Human Behavior, 95, 66–72. https://doi.org/10.1016/j.chb.2019.01.036

    Article  Google Scholar 

  • Wei, C. Y., Kuah, Y. C., Ng, C. P., & Lau, W. K. (2021). Augmented Reality (AR) as an enhancement teaching tool: Are educators ready for it? Contemporary Educational Technology, 13(3), ep303. https://doi.org/10.30935/cedtech/10866

    Article  Google Scholar 

  • Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2–3.

    Google Scholar 

  • Xie, Y., Ryder, L., & Chen, Y. (2019). Using interactive virtual reality tools in an advanced Chinese language class: A case study. TechTrends, 63(3), 251–259. https://doi.org/10.1007/s11528-019-00389-z

    Article  Google Scholar 

  • Yeh, Y. L., & Lan, Y. J. (2018). Fostering student autonomy in English learning through creations in a 3D virtual world. Educational Technology Research and Development, 66(3), 693–708. https://doi.org/10.1007/s11423-017-9566-6

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Distance Education (English Section), Universiti Sains Malaysia, Gelugor, Malaysia

    Nagaletchimee Annamalai

  2. Centre of Modern Languages, University of Malaysia Pahang, Pekan, Malaysia

    Arulselvi Uthayakumaran

  3. Department of Mathematics and Sciences, Ajman University, Ajman, United Arab Emirates

    Samer H. Zyoud

  4. Nonlinear Dynamics Research Center (NDRC), Ajman University, Ajman, United Arab Emirates

    Samer H. Zyoud

Authors
  1. Nagaletchimee Annamalai
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Arulselvi Uthayakumaran
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Samer H. Zyoud
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Nagaletchimee Annamalai.

Ethics declarations

Conflict of interests

The authors declare that they have no conflict of interests.

Additional information

Publisher's note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Annamalai, N., Uthayakumaran, A. & Zyoud, S.H. High school teachers’ perception of AR and VR in English language teaching and learning activities: A developing country perspective. Educ Inf Technol 28, 3117–3143 (2023). https://doi.org/10.1007/s10639-022-11275-2

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-022-11275-2

Keywords

Search

Navigation